Notice: Test mode is enabled. While in test mode no live donations are processed.
Notice: Test mode is enabled. While in test mode no live donations are processed.
Foundations of Afrikan-centered Education
This is the curriculum you were always supposed to learn, the curriculums that were hijacked, manipulated and buried.
Finally we have a platform led by instructors and thought-leaders well versed in everything from personal development to politics, real-estate to relationships, hospitality to health and engineering to economics.
Full, afro-rich courses, videos, books and articles made just for you: you to learn, earn and return when you want!
It is these examinations and scholarship in disciplines such as History, Psychology, Sociology, Education, Philosophy, and Linguistics that a new “retrospective,” (as suggested by David Walker) and worldview emerges in the literature.
Our goal is to have a process that prepares students for the future membership and active participation in the maintenance and development of their community by providing a curriculum (activities, information/knowledge content, practice and environment) that familiarizes students with the art, history, science, folklore and philosophy of African people with the intent to
An African-centered Education Must Provide
One remarkable insight from the literature is how the arguments made by David Walker (1830), W. E. B. DuBois (1903), Carter G. Woodson (1933) ,Kwame Nkrumah (1961), James Haskins (1973) currently hold true. The question one comes to is, will we use the wisdom of our ancestors to build a future where African communities are developed to their fullest potential and tmembers of those communities are equipped to contribute to the human experience and development?
Komiii is here to answer this fundamental question
<strong>Foundations of African-centered Education</strong>
<p>It is these examinations and scholarship in disciplines such as History, Psychology, Sociology, Education, Philosophy, and Linguistics that a new “retrospective,” (as suggested by David Walker) and worldview emerges in the literature.</p>
<p>Our goal is to have a process that prepares students for the future membership and active participation in the maintenance and development of their community by providing a curriculum (activities, information/knowledge content, practice and environment) that familiarizes students with the art, history, science, folklore and philosophy of African people with the intent to</p>
<ul>
<li style="list-style-image: url('https://kushkmt.org/wp-content/uploads/2021/04/rhombus-1.png');">Foster the development of “proper” relationships between the student and their family, community and Creator.</li>
<li style="list-style-image: url('https://kushkmt.org/wp-content/uploads/2021/04/rec.png');">Generate solutions for issues and concerns facing Africa and African people throughout the diaspora and</li>
<li style="list-style-image: url('https://kushkmt.org/wp-content/uploads/2021/04/up-arrow.png');">Develop moral social leadership skills in each student.</li>
</ul>
<img class="alignright size-medium wp-image-3007" src="https://kushkmt.org/wp-content/uploads/2021/04/lady-300x300.png" alt="" width="300" height="300" />
<strong>An African-centered Education Must Provide</strong>
<ol>
<li>Historical and cultural continuity</li>
<li>Development of meaning and purpose in our People</li>
<li>The ability to transform and interpret information (active meaning making)</li>
<li>Development of fictive kinship bonds among members of the community</li>
<li>Community and parental expectations for development and maintenance of the society</li>
<li>Opportunities to practice what was learned</li>
<li>Approval from parents and community</li>
</ol>
<p>One remarkable insight from the literature is how the arguments made by David Walker (1830), W. E. B. DuBois (1903), Carter G. Woodson (1933) ,Kwame Nkrumah (1961), James Haskins (1973) currently hold true. The question one comes to is, will we use the wisdom of our ancestors to build a future where African communities are developed to their fullest potential and tmembers of those communities are equipped to contribute to the human experience and development?</p>
<p>Komiii is here to answer this fundamental question</p>
<strong>Foundations of African-centered Education</strong>
<p>It is these examinations and scholarship in disciplines such as History, Psychology, Sociology, Education, Philosophy, and Linguistics that a new “retrospective,” (as suggested by David Walker) and worldview emerges in the literature.</p>
<p>Our goal is to have a process that prepares students for the future membership and active participation in the maintenance and development of their community by providing a curriculum (activities, information/knowledge content, practice and environment) that familiarizes students with the art, history, science, folklore and philosophy of African people with the intent to</p>
<ul>
<li style="list-style-image: url('https://kushkmt.org/wp-content/uploads/2021/04/rhombus-1.png');">Foster the development of “proper” relationships between the student and their family, community and Creator.</li>
<li style="list-style-image: url('https://kushkmt.org/wp-content/uploads/2021/04/rec.png');">Generate solutions for issues and concerns facing Africa and African people throughout the diaspora and</li>
<li style="list-style-image: url('https://kushkmt.org/wp-content/uploads/2021/04/up-arrow.png');">Develop moral social leadership skills in each student.</li>
</ul>
<img class="alignright size-medium wp-image-3007" src="https://kushkmt.org/wp-content/uploads/2021/04/lady-300x300.png" alt="" width="300" height="300" />
<strong>An African-centered Education Must Provide</strong>
<ol>
<li>Historical and cultural continuity</li>
<li>Development of meaning and purpose in our People</li>
<li>The ability to transform and interpret information (active meaning making)</li>
<li>Development of fictive kinship bonds among members of the community</li>
<li>Community and parental expectations for development and maintenance of the society</li>
<li>Opportunities to practice what was learned</li>
<li>Approval from parents and community</li>
</ol>
<p>One remarkable insight from the literature is how the arguments made by David Walker (1830), W. E. B. DuBois (1903), Carter G. Woodson (1933) ,Kwame Nkrumah (1961), James Haskins (1973) currently hold true. The question one comes to is, will we use the wisdom of our ancestors to build a future where African communities are developed to their fullest potential and tmembers of those communities are equipped to contribute to the human experience and development?</p>
<p>Komiii is here to answer this fundamental question</p>
African Centered Tech Hub where Developers, Innovators and Geniuses can come together and build.
Notice: Test mode is enabled. While in test mode no live donations are processed.
An app to serve our global community needs. focused on Networking, Informing and Building together.
Notice: Test mode is enabled. While in test mode no live donations are processed.
The first ever Afro-centric curriculum & library, uncovering our lost education from Food to Finance
Notice: Test mode is enabled. While in test mode no live donations are processed.
Acquiring land to build modern, self-sustaining communities and economically-friendly facilities
Notice: Test mode is enabled. While in test mode no live donations are processed.
Sharksucker sea toad candiru rocket danio tilefish stingray deepwater stingray Sacramento splittail
Notice: Test mode is enabled. While in test mode no live donations are processed.
Sharksucker sea toad candiru rocket danio tilefish stingray deepwater stingray Sacramento splittail
Notice: Test mode is enabled. While in test mode no live donations are processed.
Kemp House, 152-160 City Rd, London EC1V 2NX
Email: team@kushkmt.org
Let's Rebuild Our Nation Together TODAY!
Donate